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Enhanced semantic involvement during word recognition in children with dyslexia

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Enhanced semantic involvement during word recognition in children with dyslexia. / Kleij, Sanne W. van der; Groen, Margriet A.; Segers, Eliane; Verhoeven, Ludo.

In: Journal of Experimental Child Psychology, Vol. 178, 02.2019, p. 15-29.

Research output: Contribution to journalJournal article

Harvard

Kleij, SWVD, Groen, MA, Segers, E & Verhoeven, L 2019, 'Enhanced semantic involvement during word recognition in children with dyslexia', Journal of Experimental Child Psychology, vol. 178, pp. 15-29. https://doi.org/10.1016/j.jecp.2018.09.006

APA

Kleij, S. W. V. D., Groen, M. A., Segers, E., & Verhoeven, L. (2019). Enhanced semantic involvement during word recognition in children with dyslexia. Journal of Experimental Child Psychology, 178, 15-29. https://doi.org/10.1016/j.jecp.2018.09.006

Vancouver

Kleij SWVD, Groen MA, Segers E, Verhoeven L. Enhanced semantic involvement during word recognition in children with dyslexia. Journal of Experimental Child Psychology. 2019 Feb;178:15-29. https://doi.org/10.1016/j.jecp.2018.09.006

Author

Kleij, Sanne W. van der ; Groen, Margriet A. ; Segers, Eliane ; Verhoeven, Ludo. / Enhanced semantic involvement during word recognition in children with dyslexia. In: Journal of Experimental Child Psychology. 2019 ; Vol. 178. pp. 15-29.

Bibtex

@article{98913757cc7c43078babd9d4f9849652,
title = "Enhanced semantic involvement during word recognition in children with dyslexia",
abstract = "We investigated whether children with dyslexia show enhanced semantic involvement as compensation for deficient phonological processing during reading. Phonological and semantic processing during reading and moderating effects of word frequency and word length in children with and without dyslexia were examined using a picture–word priming paradigm. Participants were 61 children with dyslexia and 50 typical readers in Grade 6 of primary school. Primes were either semantically or phonologically (shared onset and rime) related or unrelated to their target word. Results showed that priming effects were stronger in children with dyslexia than in typical readers in the semantic condition but did not differ between groups in the phonological condition. Overall, word length and word frequency effects were stronger for children with dyslexia than for typical readers, but word length and word frequency did not affect priming effects differently for the two groups. In both groups, only semantic priming effects were stronger for low-frequency longer words. Finally, individual word and pseudoword reading efficiency correlated with priming effects only in the semantic condition and only in children with dyslexia. It can be concluded that children with dyslexia, compared with typical readers, rely more on semantic information in word reading but do not show deficient phonological activation during reading compared with typical readers.",
keywords = "Semantic priming, Phonological priming, Individual differences, Reading, Dyslexia, Semantic compensation",
author = "Kleij, {Sanne W. van der} and Groen, {Margriet A.} and Eliane Segers and Ludo Verhoeven",
year = "2019",
month = feb
doi = "10.1016/j.jecp.2018.09.006",
language = "English",
volume = "178",
pages = "15--29",
journal = "Journal of Experimental Child Psychology",
issn = "0022-0965",
publisher = "ELSEVIER ACADEMIC PRESS INC",

}

RIS

TY - JOUR

T1 - Enhanced semantic involvement during word recognition in children with dyslexia

AU - Kleij, Sanne W. van der

AU - Groen, Margriet A.

AU - Segers, Eliane

AU - Verhoeven, Ludo

PY - 2019/2

Y1 - 2019/2

N2 - We investigated whether children with dyslexia show enhanced semantic involvement as compensation for deficient phonological processing during reading. Phonological and semantic processing during reading and moderating effects of word frequency and word length in children with and without dyslexia were examined using a picture–word priming paradigm. Participants were 61 children with dyslexia and 50 typical readers in Grade 6 of primary school. Primes were either semantically or phonologically (shared onset and rime) related or unrelated to their target word. Results showed that priming effects were stronger in children with dyslexia than in typical readers in the semantic condition but did not differ between groups in the phonological condition. Overall, word length and word frequency effects were stronger for children with dyslexia than for typical readers, but word length and word frequency did not affect priming effects differently for the two groups. In both groups, only semantic priming effects were stronger for low-frequency longer words. Finally, individual word and pseudoword reading efficiency correlated with priming effects only in the semantic condition and only in children with dyslexia. It can be concluded that children with dyslexia, compared with typical readers, rely more on semantic information in word reading but do not show deficient phonological activation during reading compared with typical readers.

AB - We investigated whether children with dyslexia show enhanced semantic involvement as compensation for deficient phonological processing during reading. Phonological and semantic processing during reading and moderating effects of word frequency and word length in children with and without dyslexia were examined using a picture–word priming paradigm. Participants were 61 children with dyslexia and 50 typical readers in Grade 6 of primary school. Primes were either semantically or phonologically (shared onset and rime) related or unrelated to their target word. Results showed that priming effects were stronger in children with dyslexia than in typical readers in the semantic condition but did not differ between groups in the phonological condition. Overall, word length and word frequency effects were stronger for children with dyslexia than for typical readers, but word length and word frequency did not affect priming effects differently for the two groups. In both groups, only semantic priming effects were stronger for low-frequency longer words. Finally, individual word and pseudoword reading efficiency correlated with priming effects only in the semantic condition and only in children with dyslexia. It can be concluded that children with dyslexia, compared with typical readers, rely more on semantic information in word reading but do not show deficient phonological activation during reading compared with typical readers.

KW - Semantic priming

KW - Phonological priming

KW - Individual differences

KW - Reading

KW - Dyslexia

KW - Semantic compensation

U2 - 10.1016/j.jecp.2018.09.006

DO - 10.1016/j.jecp.2018.09.006

M3 - Journal article

VL - 178

SP - 15

EP - 29

JO - Journal of Experimental Child Psychology

JF - Journal of Experimental Child Psychology

SN - 0022-0965

ER -